Violence Against Teachers and Work Ability: A Cross-Sectional Study in Northeast Brazil

Abstract

This study aimed to describe teacher work ability in relation to violence against teachers and certain sociodemographic and occupational features. A cross-sectional study investigated 525 kindergarten and elementary grade school teachers from Jaboatão dos Guararapes, Northeast Brazil. Information from each teacher was collected through a self-administered questionnaire. The main outcome was teacher reports about their current and future (in 2 years’ time) physical and emotional work ability. The teachers were predominantly female, young, with heavy workloads and on low incomes. Teachers reported being victimized in the school by physical violence (22.9%), verbal violence (42.9%), theft or robbery (36.4%), aggression or threats with a firearm or a non-firearm weapon (knife, glass, etc.; 7.0%), or by some form of violence (58.4%). Teachers reported low physical (56.0%) and emotional (40.6%) current work ability. Low physical work ability was significantly associated with physical and verbal violence, theft and robbery, and some form of violence; low emotional work ability was associated with physical and verbal violence, aggression or threat with a weapon, and some form of violence. Expectation of low work ability in the future was reported by 42.9% of the teachers and was associated with higher education level, and physical violence, verbal violence, theft or robbery, aggression or threat with a weapon, and some form of violence. The association between violence and work ability was modified by education level. Subsequent control of confounding in the strata of education confirmed the associations between violence and low work ability. The physical, emotional, and future work ability of teachers was low and associated with school violence, indicating the need to promote a safer work environment inside the school and in society as a whole.

Work Ability among Upper-Secondary School Teachers: Examining the Role of Burnout, Sense of Coherence, and Work-Related and Lifestyle Factors

“…However, Sottimano et al [ 46 ] revealed that especially young teachers benefit from favorable social ties. On the other hand, a Brazilian study [ 54 ] found that work ability is negatively associated with physical and verbal violence against teachers in the school. Moreover, previous research has highlighted the role of psychological resources (e.g., self-esteem, self-efficacy, self-confidence) in work ability [ 33 , 48 , 55 ].…”

Teacher violence from the perspectives of teachers and students and related factors: A survey in Southern Iran

“…It should to mention that level of education of teacher is effect on violence, this result is originated that in university many course that belong to psychosocial problems and they learn how they can control their feelings or when they were placed with this situation how they can do the best, so teachers that have diploma and do not have academic education are more susceptible to use violence ( Tuna and Aslan, 2018 ). Ceballos and Carvalho (2019) indicated that low physical work related to physical and verbal violence, theft and robbery, and low emotional ability had a relationship with physical and verbal violence, usage of a weapon, and some types of violence. We found a correlation between the physical, emotional, and future work ability of teachers and school violence, indicating the need to promote a safer environment for work inside the school and in society as a whole ( Ceballos and Carvalho, 2019 ).…”

“… Ceballos and Carvalho (2019) indicated that low physical work related to physical and verbal violence, theft and robbery, and low emotional ability had a relationship with physical and verbal violence, usage of a weapon, and some types of violence. We found a correlation between the physical, emotional, and future work ability of teachers and school violence, indicating the need to promote a safer environment for work inside the school and in society as a whole ( Ceballos and Carvalho, 2019 ). Romero et al (2018) demonstrated that teachers’ academic support from adolescents was low in poorly resourced schools.…”

“What does not kill me makes me stronger”: Perceived negative and positive consequences of teachers' exposure to violence directed at them

“…Existing studies show that the majority of violence against teachers is perpetrated by their students, followed by the students' parents, peers and others (Gerberich et al, 2011;Lokmić et al, 2013;Mcmahon et al, 2014;Tiesman et al, 2013). Not all types of violence are equal in their occurrence and implications: The most common form of violence against teachers is verbal violence (Data of the Knesset Research and Information Center, 2014;de Ceballos & Carvalho, 2019;Lokmić et al, 2013). Verbal violence is defined as "deliberate use of inappropriate and harsh words to hurt another person" (Lokmić et al, 2013;p.…”